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The purpose of this paper is to investigate whether and through what mechanisms vulnerable adults are empowered through a second-chance education programme. At the same time, the paper aims at unveiling the obstacles hindering learners’ empowerment process and making suggestions for the improvement of the educational programme fostering further empowerment of the learners. To achieve the objectives set by the research, a hybrid methodological design was applied combining hermeneutic phenomenology and critical discourse analysis. Data collection was performed using three tools: semi-structured interviews, reflective journals and document analysis. The results led to the emergence of a multilevel empowerment scheme of vulnerable adults in the programme. The empowerment mechanisms that emerged were as follows: (a) empowerment through participation as a self-value, (b) empowerment through the reconstruction of past experiences, (c) empowerment through the strengthening of their social capital and (d) empowerment through literacy skills. At the same time, the study shed light on a number of factors that inhibit the process of learners’ empowerment, which unveil structural and operational weaknesses of the programme as well as of the policies pursued by the State. [ABSTRACT FROM AUTHOR]

This paper looks at teachers' interpretations of a recent and controversial Greek-Cypriot policy initiative, which aimed to promote 'peaceful coexistence' between the two rival communities in conflict-ridden Cyprus. Specifically, it focuses on the ways in which Greek-Cypriot teachers constructed the relation between the new policy for peaceful coexistence between Greek-Cypriots and Turkish-Cypriots with the long established but rather conflicting policy of 'I don't forget and I struggle'. The study analyses a set of 40 interviews conducted a few months after the first introduction of the new policy and maps teachers' interpretations using the analytical concept of interpretative repertoires. Despite the poor implementation of the new initiative in practice, the study argues that the introduction of the new policy has brought about discernible discursive shifts in some teachers' perceptions of the older policy of 'I don't forget'. [ABSTRACT FROM AUTHOR]

The effectiveness of the Viennese Social Competence (ViSC) programme on various bullying-related teacher variables was examined at two time points with a quasi-experimental intervention-control group design. In Austria, Cyprus, and Turkey, teachers participated in a series of in-school trainings and implemented an anti-bullying prevention programme in their schools for one year. At pre-test, 767 teachers (515 in the intervention and 252 in the control group) and at post-test 665 teachers (464 in the intervention and 201 in the control group) rated their perceived knowledge and competence, and the likelihood of using different interventions in a hypothetical bullying scenario. For pre-test and post-test data, two 3 (country) x 2 (intervention) MANOVAs were conducted. Findings showed that Cypriot teachers profited the most from the anti-bullying programme, while Austrian and Turkish teachers profited comparatively less. High-quality basic teacher education in addition to in-school trainings within anti-bullying programmes is an essential component to prevent bullying in schools. [ABSTRACT FROM AUTHOR]

Although the basic knowledge and skills that each generation must acquire vary by country, such knowledge and skills are somewhat standardized depending on the requirements of the modern era. As one of the basic parts of education, curricula are essential in that they include the knowledge, communication and technological developments required by the age. The objective of this study is to analyze the primary school 3rd grade mathematics education curricula in Northern and Southern Cyprus in line with NCTM (National Council of Teacher of Mathematics) principles and standards and to evaluate them according to teachers' opinions. In the research, document analysis and the interview technique, which are both qualitative analysis methods, were used. As a result of the study, it has been observed that the 3rd grade mathematics curricula in Northern and Southern Cyprus have similarities and differences in line with NCTM principles and standards. As a result of this comparison, it has been found that there are differences in NCTM principles in terms of equity, learning and assessment evaluation. It has also been determined that in terms of standards, there are differences in geometry, measuring and data analysis probability of the ‘content’ element, as well as in the notation and expression of the ‘process’ element. In addition, although the opinions of the teachers were analyzed and a common view was put forward with regard to several topics, it was concluded that there were differences of opinion regarding 'which course content should be used in mathematics lessons' and 'whether the mathematics curriculum should be changed or whether it is satisfactory’. [ABSTRACT FROM AUTHOR]